In this theoretical paper, I examine the similarities and incommensurabilties between studies using the term "beliefs", and discursive frameworks studying "identity". I start by reviewing critiques against beliefs research voiced from discourse and socio-culturally oriented researchers in the field of mathematics education. I then move to examine the affordances and limitations of each theoretical framework (beliefs vs. identity) in the context of two specific studies that look at teachers' beliefs (Beswick, 2018) vs. teachers' identity (Shabtay & Heyd-Metzuyanim, 2017; 2018). I conclude by posing some questions to the field regarding how the two approaches can build on each other.